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395 results for “Teachers”
Données enquête continuité pédagogique enseignants (école, collège, lycée) pendant le confinement / Survey data on pedagogical continuity of teachers (school, middle school, high school) during confinement (France)
<p>Données de l'enquête menée à partir d'un questionnaire consacré à l'étude de l'activité enseignante pendant la continuité pédagogique mise en place durant le confinement en France. Le questionnaire a été conçu dans une perspective interdisciplinaire, entre Sciences de l'éducation et Sciences de l'information et de la communication. 4070 réponses étaient enregistrées au moment du dépôt. Cette version du document comprend les données brutes exportées depuis le logiciel Sphinx avec lequel le questionnaire a été réalisé. C'est un fichier.csv. Données anonymes. </p> <p>Data from the survey based on a questionnaire devoted to the study of teaching activity during the pedagogical continuity set up during confinement in France. The questionnaire was designed in an interdisciplinary perspective, between Education Sciences and Information and Communication Sciences. 4070 responses were recorded at the time of submission. This version of the document includes the raw data exported from the Sphinx software with which the questionnaire was carried out. It is a .csv file. </p> <p>Anonymous Data</p> <p> </p>
Digital competence profiles of first year, pre-service teachers. Analysis in the Catalan university system. RAWDATA
<p>Dataset for the ARMIF research project 2018-19</p>
Exploring profiles of Montessori primary school teachers: a cluster analysis study
<p>Montessori education is widespread globally, leading to significant variability in how the Montessori model is implemented. However, only one study has explored different implementation styles by aligning them with distinct profiles of Children’s House teachers. No such study has been conducted for primary school teachers, nor in Italy, the birthplace of Montessori education. This study aims to explore the various ways in which Montessori primary school teachers implement Montessori education. A questionnaire was administered to 329 Italian teachers, collecting data on their demographics, education, personal characteristics, and adopted educational practices. A cluster analysis identified four distinct groups: the “orthodox” (N = 145), the “adapted” (N = 108), the “implementer” (N = 37), and the “out-of-place” (N = 39). These groups differ in terms of personal characteristics ideal for Montessori teachers (humility and scientific spirit) and their adherence to traditional Montessori practices. The fact that nearly half of the sample does not adopt practices faithful to the Montessori model, combined with the recent growth of Montessori schools in Italy, underscores the need to challenge traditional school myths, offer support and monitoring for schools adopting Montessori practices, and foster an open debate that values potentially new, non-orthodox practices aligned with Montessori’s core principles.</p>
Configurations of Teaching Styles among Secondary School Teachers: The Role of Teachers' Personal and Sociodemographic Factors
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Landscape Education at University: A Quasi-Experimental Study on the Effectiveness of an Outdoor Lab for Trainee Teachers
<p>The European Landscape Convention of 2000 identifies landscape education as a fundamental action for the protection and enhancement of landscapes. Pedagogical literature emphasizes that landscape education should aim to foster a positive attitude towards the landscape and should be pursued through education “in” the landscape, conducted via field-based experiential strategies. This study examines the impact of a landscape education approach on the attitudes of primary school teachers in training towards the landscape. A quasi-experimental study with pre-test and post-test was conducted, involving an experimental group (N = 102) in an outdoor digital storytelling lab and a control group (N = 114) in an indoor edition. Pre-test results showed no significant differences between the two groups in attitudes toward rural/natural landscapes, urban landscapes, and active engagement with the landscape. Post-test results revealed significant increases in scores only for the experimental group. These findings suggest that active, field-based landscape education can promote an appreciation of landscapes among future teachers. Future research should investigate whether teachers can promote similar attitudes in their students using analogous teaching strategies.</p>
Données sur l'activité pédagogique des enseignants du supérieur pendant le confinement lié au Covid-19 / Survey data on pedagogical continuity of university teachers during the Covid-19 confinement (France)
<p>Données de l'enquête menée à partir d'un questionnaire consacré à l'étude de l'activité enseignante pendant la continuité pédagogique mise en place durant le confinement en France. Le questionnaire a été conçu dans une perspective interdisciplinaire, entre Sciences de l'éducation et Sciences de l'information et de la communication. 1040 réponses étaient enregistrées lors de la diffusion du questionnaire en ligne du 9 avril au 7 juin 2020. Cette version du document comprend les données brutes exportées depuis le logiciel Sphinx avec lequel le questionnaire a été réalisé, sans "nettoyage". Données anonymes. Format : CSV.</p> <p>Data from the survey conducted on the basis of a questionnaire devoted to the study of teaching activity during the pedagogical continuity set up during confinement in France. The questionnaire was designed in an interdisciplinary perspective, between Education Sciences and Information and Communication Sciences. 1040 responses were recorded during the distribution of the questionnaire online from 9 April to 7 June 2020. This version of the document includes the raw data exported from the Sphinx software with which the questionnaire was carried out, without "cleaning". Anonymous data. Format: CSV.</p>
Pre-service Teachers' Perceptions of Gifted Students
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Database article Developing Sustainable Career Paths for Preuniversity Teachers. An Empirical Analysis of Central Dimensions of Job Readiness
<p>The quality of teacher training is highly likely to influence the quality of learning outcomes. In this view, the present paper aimed to develop a pre-service teachers’ job readiness model integrating individual variables associated with teacher professionalism. The study followed an exploratory cross-sectional research design. A sample of 312 Romanian pre-service STEM (Science, Technology, Engineering, and Mathematics) teachers was selected based on availability criteria. A pre-tested self-administered questionnaire using a 5-point Likert scale was applied during the data collection process. Data analysis was based on a combination of descriptive and inferential statistics, a blending factor analysis and structural equations modeling. A conceptual model of teaching readiness from the teacher professionalism perspective was developed and tested using empirical data. The results suggest that professional knowledge, professional practice, professional engagement and self-management could be considered central dimensions of teacher professionalism, being highly relevant in assessing pre-service teacher job readiness. Moreover, professional knowledge has a strong and positive influence on teaching practice and professional engagement. In relation to the professional knowledge latent variable, the ability to conduct didactic transposition is the most influential. Following the same line of analysis, the most significant vectors of the professional practice variable were found to be the ability to design effective evaluation tools and to analyze and interpret learning outcomes. The research revealed the presence of vulnerable or sensitive areas of teacher training that could be a result of curriculum design. With respect to managing disruptive behaviours, the customization of learning and emotional self-regulation are considered weak areas of teaching readiness. The results could be useful for policymakers and teacher training practitioners in order to improve overall job readiness and teacher professionalism.</p>
Exploring teachers' motivations and incentives to participate in online communities
<p>This dataset contains the necessary details to reproduce the results and analysis presented in the article:</p> <p>Exploring teachers' motivations and incentives to participate in online communities</p> <p>This data represents details of the three case studies described in the article: </p> <ul> <li><strong>raw-experienced_users.csv</strong> contains the data collected for the case study of ILDE experienced users: user ID, Gender, Age, Motivations to participate, Perceived value of common participation incentives in online communities, positive aspects of ILDE platform, negative aspects of ILDE platform.</li> <li><strong>raw-makers_a_les_aules.csv</strong> contains the data collected for the case study of Makers a les aules in three scenarios: an online training session (through a MOOC) and two face-to-face training sessions (2018 and 2019): user ID, Gender, Age, Profile, Previous known tools, Motivations to participate, Perceived value of common participation incentives in online communities, Perception about platform functionalities, Positive aspects of ILDE+ platform, Negative aspects of ILDE+ platform.</li> <li><strong>raw-profes_en_xarxa.csv</strong> contains the data collected for the case study of Profes en Xarxa: user ID, Gender, Previous known tools, Motivations to participate, Perceived value of common participation incentives in online communities, Perception about platform functionalities, Positive aspects of ILDE+ platform, Negative aspects of ILDE+ platform, Desired features of ILDE+ platform. </li> <li><strong>correlations-experienced_users.csv</strong> contains a correlation table between all the Motivations and all the participation incentives for the case study ILDE Experienced users. It includes the kendall tau-b coefficient and spearman rho coefficient. Values marked with * have p<0.07, and values marked with ** have p<0.05.</li> <li><strong>correlations-makers_a_les_aules.csv</strong> contains a correlation table between all the Motivations and all the participation incentives for the case study Makers a les aula. It includes the kendall tau-b coefficient and spearman rho coefficient. Values marked with * have p<0.07, and values marked with ** have p<0.05.</li> <li><strong>correlations-profes_en_xarxa.csv</strong> contains a correlation table between all the Motivations and all the participation incentives for the case study Profex en Xarxa. It includes the kendall tau-b coefficient and spearman rho coefficient. Values marked with * have p<0.07, and values marked with ** have p<0.05.</li> </ul>
El patrimonio cultural en la educación infantil. Análisis de la percepción del profesorado en formación. Cultural heritage in early childhood education. An analysis of the perception of future teachers
<p>Tablas y datos del estudio: </p> <p><strong>El patrimonio cultural en la educación infantil. Análisis de la percepción del profesorado en formación.</strong></p>
DESIGN AND VALIDATION OF THE INVENTORY OF NEGATIVE TEACHER ATTITUDES TOWARDS THE CARE OF STUDENTS WITH TYPE 1DIABETES MELLITUS (INAPAD)
<p>Data set of the article: <em>DESIGN AND VALIDATION OF THE INVENTORY OF NEGATIVE TEACHER ATTITUDES TOWARDS THE CARE OF STUDENTS WITH TYPE 1DIABETES MELLITUS (INAPAD)DESIGN AND VALIDATION OF THE INVENTORY OF NEGATIVE TEACHER ATTITUDES TOWARDS THE CARE OF STUDENTS WITH TYPE 1DIABETES MELLITUS (INAPAD)</em></p>
data set related to article One Year Follow Up Efficacy of the Coping Power Universal and Its Relations with Teachers' Occupational Stress
<p>this record contains raw data related to article One Year Follow Up Efficacy of the Coping Power Universal and Its Relations with Teachers' Occupational Stress</p>
Teacher Tapp Survey 1 - 16th July 2020
<p>This survey of 6000+ primary and secondary teachers was conducted on 16th July 2020.</p> <p>The questions were:</p> <p>1) How familiar are you with Ofsted's terms 'disciplinary knowledge' and 'substantive knowledge'?</p> <p>2) 'It's important for students to know the similarities and differences between disciplines' - to what extent do you agree?</p> <p>3) 'I have the opportunity to teach students what makes my discipline(s) distinct compared to other disciplines' - to what extent do you agree?</p> <p>4) 'I have the opportunity to teach the similarities and differences in methods between disciplines (including my own)' - to what extent do you agree?</p>
COVID-19 US Teachers AEP
<p>Clean dataset for COVID-19 US Teachers from the American Educator Panel</p>
Dataset Acceptance Teachers
<p>Dataset of VR acceptance study by teachers</p>
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Allen Brain Atlas
Allen Brain Atlas is an Allen Institute collection of brain map atlases, datasets, APIs, and analysis tools covering mouse, human, and non-human primate brain resources.
Annotated Behaviour and Observability Dataset (ABODe)
ABODe is a University of Edinburgh DataShare dataset for behavior classification in group-housed mice using home-cage video, identities, bounding boxes, ground-plate positions, and annotator labels.
DANDI Archive for NWB datasets
DANDI is a BRAIN Initiative archive for publishing and sharing neurophysiology data, including electrophysiology, optophysiology, and behavioral data packaged as NWB and related standards.
International Brain Laboratory public data
The International Brain Laboratory public data releases expose standardized mouse decision-making experiments, including Neuropixels recordings, widefield calcium imaging, behavior, and session metadata accessed through the ONE API.
OpenNeuro
OpenNeuro is a free, open platform for sharing neuroimaging datasets, with public search, dataset pages, and download paths for web, S3, DataLad, and the OpenNeuro CLI.